TY - JOUR
T1 - Preschoolers with developmental speech and/or language impairment
T2 - Efficacy of the Teaching Early Literacy and Language (TELL) curriculum
AU - Wilcox, M. Jeanne
AU - Gray, Shelley
AU - Reiser, Mark
N1 - Funding Information:
M. Jeanne Wilcox, Infant Child Research Laboratory, Division of Education Leadership and Innovation, Arizona State University, Tempe, Arizona. Shelley Gray, Department of Speech and Hearing Science, Arizona State University, Tempe, Arizona. Mark Reiser, School of Math and Statistical Sciences, Arizona State University, Tempe, Arizona. This research was supported by the U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research Grant# R324A110048. The opinions expressed in this article are those of the authors and no official endorsement by the IES should be inferred. We thank Alicia DiDonato, Amy Guimond, Rachel Mayercek, Patricia Chan, Lisa Southerland, Bjorg LeSueur, Shereen Thomas, Jean Brown, Dawn Greer and the numerous graduate research assistants for their contributions to this work. We also thank participating teachers from the Cartwright, Isaac, Kyrene, Osborn, Scottsdale, Tolleson, Union, Gilbert, Paradise Valley, Higley, Deer Valley, Dysart, Littleton, Litchfield, and Cave Creek school districts, their dedication to their students and this project made this research possible. Appendix A
Publisher Copyright:
© 2019 Elsevier Inc.
PY - 2020/4/1
Y1 - 2020/4/1
N2 - Young children with developmental speech and/or language impairment (DSLI) often fail to develop oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the Teaching Early Literacy and Language (TELL) curriculum and associated evidence-based teaching practices. Participants included 91 preschool classroom teachers and 202 male and 87 female preschoolers with DSLI who were enrolled in their classes. Children ranged in age from 43 to 63 months. In this cluster RCT, classroom teachers were randomly assigned to implement the TELL curriculum or to continue with their business-as-usual (BAU) curriculum. Proximal outcomes were assessed with investigator developed curriculum-based measures (CBMs) administered six times over the school year. Distal tests (pre-post) of oral language and early literacy skills included an investigator-developed pre-post expressive and receptive vocabulary test, two additional standardized measures (Clinical Evaluation of Language Fundamentals-Preschool 2nd Edition, the Test of Preschool Early Literacy). A benchmarked early literacy assessment, the Phonological Awareness and Literacy Screening PreK, was also administered. Results indicated a significant TELL effect for all CBMs at later measurement points with Cohen's ds in the medium (0.43) to very large (1.25) range. TELL effects were also noted for the distal vocabulary measure with small to medium between-group effect sizes (Cohen's f^2 range from 0.02 to 0.44). There were no significant TELL effects for the standardized distal measures. Based on progress measures, the TELL curriculum was effective for improving the oral language and early literacy skills of young children with DSLI.
AB - Young children with developmental speech and/or language impairment (DSLI) often fail to develop oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the Teaching Early Literacy and Language (TELL) curriculum and associated evidence-based teaching practices. Participants included 91 preschool classroom teachers and 202 male and 87 female preschoolers with DSLI who were enrolled in their classes. Children ranged in age from 43 to 63 months. In this cluster RCT, classroom teachers were randomly assigned to implement the TELL curriculum or to continue with their business-as-usual (BAU) curriculum. Proximal outcomes were assessed with investigator developed curriculum-based measures (CBMs) administered six times over the school year. Distal tests (pre-post) of oral language and early literacy skills included an investigator-developed pre-post expressive and receptive vocabulary test, two additional standardized measures (Clinical Evaluation of Language Fundamentals-Preschool 2nd Edition, the Test of Preschool Early Literacy). A benchmarked early literacy assessment, the Phonological Awareness and Literacy Screening PreK, was also administered. Results indicated a significant TELL effect for all CBMs at later measurement points with Cohen's ds in the medium (0.43) to very large (1.25) range. TELL effects were also noted for the distal vocabulary measure with small to medium between-group effect sizes (Cohen's f^2 range from 0.02 to 0.44). There were no significant TELL effects for the standardized distal measures. Based on progress measures, the TELL curriculum was effective for improving the oral language and early literacy skills of young children with DSLI.
KW - Early literacy skills
KW - Oral language
KW - Preschool curriculum efficacy
KW - Speech & language impairment
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U2 - 10.1016/j.ecresq.2019.10.005
DO - 10.1016/j.ecresq.2019.10.005
M3 - Article
AN - SCOPUS:85074568025
SN - 0885-2006
VL - 51
SP - 124
EP - 143
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -